Pandemic Adaptation: Online Study Could be Interesting and Enjoyable with Games

Abstract

Background: Quick adaptation of learning were crucial during pandemic. Although conduct online learning is not easy, but the quality of the learning should be equal with face to face learning. Online learning is also designed to provide an atmosphere that facilitates collaboration between students. When you switch to online learning, the Problem Based Learning (PBL) learning method ideally still be able to motivate students to learn. One way to induce motivation is to use games in learning. They are considered fun and create motivation to learn. Aim of study: The aim of this research is to determine students' subjective experiences of learning online using games in PBL. Method: This research uses quantitative descriptive methods. This research uses secondary data from the results of a bold PBL learning evaluation. Thirty-two students who learned PBL using dare games filled out the Intrinsic Motivation Inventory (IMI) questionnaire which has been validated and has been used in educational research. The results of the evaluation are then explained descriptively. Results: From the IMI questionnaire, 32 students got a positive subjective experience from measurements with the IMI questionnaire. The self-report results from the IMI questionnaire are, Interest/enjoyment subscale with a mean of 5.8, value/usefulness subscale with a mean of 5.6 and choice subscale 4.6. Intrinsic motivation according to students' subjective experiences is assessed as obtained from this activity referring to the interest/enjoyment subscale. Conclusion: The PBL learning method with games perceives students positively using the IMI questionnaire on the interest/enjoyment scale. This means that online PBL with games can produce students' intrinsic motivation. Learning methods using games can be developed and used continuously to make learning fun and interesting. Keywords: game method, intrinsic motivation, online learning, self-determination theory, problem-based learning.